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Volume 1 / 1972 - Volume 40 / 2012
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Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks
Nicole C. DiDonato
Online First™, 8 February 2012
What counts as a flexible representational choice? An evaluation of students’ representational choices to solve linear function problems
Ana Acevedo Nistal, Wim Van Dooren and Lieven Verschaffel
Online First™, 2 February 2012
Does group composition affect learning by invention?
Michael Wiedmann, Ryan C. Leach, Nikol Rummel and Jennifer Wiley
Online First™, 24 January 2012
Effect of worked examples and Cognitive Tutor training on constructing equations
Stephen K. Reed, Albert Corbett, Bob Hoffman, Angela Wagner and Ben MacLaren
Online First™, 20 January 2012
Capturing teacher students’ emotional experiences in context: does inquiry-based learning make a difference?
Topi Litmanen, Kirsti Lonka, Mikko Inkinen, Lasse Lipponen and Kai Hakkarainen
Online First™, 9 January 2012
Effects of explicit instruction in cognitive and metacognitive reading strategies on Iranian EFL students’ reading performance and strategy transfer
Reza Aghaie and Lawrence Jun Zhang
Online First™, 5 January 2012
The relationship between approaches to teaching, approaches to e-teaching and perceptions of the teaching situation in relation to e-learning among higher education teachers
Carlos González
Online First™, 30 December 2011
Learning about bones at a science museum: examining the alternate hypotheses of ceiling effect and prior knowledge
Eugene Judson
Online First™, 23 December 2011
Generating multiple answers for a word problem with insufficient information
Shigehiro Kinda
Online First™, 22 December 2011
Relationships of general vocabulary, science vocabulary, and student questioning with science comprehension in students with varying levels of English proficiency
Ana Taboada
Online First™, 7 December 2011
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